Some colleges engage in unethical practices to balance their budgets, such as accepting “marginal” students who qualify for loans and government-backed financial aid but not providing these students with the services and programs they need to achieve success. Too many low-income students who are often first-generation students find themselves gamed when they meet with admissions counselors who help them to complete loan applications but neglect to explain the difference between being accepted to college and graduating from college—and the subsequent need to repay student loans. As a response to this negative scenario, 13 high-impact strategies are suggested which increase the chances of helping first-generation students to achieve success and to graduate in a timely fashion.

Burd, S. (2014b, September 18). Who pays for prestige? New America. Retrieved from http://newamerica.org/new-america/who-pays-for-prestige/ .n

Center for Community College Student Engagement. (2014). Community college survey of student engagement: 2014 key findings. Center for Community College Student Engagement, University of Texas, Austin. Retrieved from www.cccse.org

Chronicle of Higher Education. (2013). College completion: Who graduates from college, who doesn’t, and why it matters. Retrieved from http://collegecompletion.chronicle.com/state/#state=ny§or=private_four

Eddy, S., & Hogan, K. (2014). Getting under the hood: How and for whom does increasing course structure work? American Society for Cell Biology. Retrieved from http://www.lifescied.org/content/13/3/453.full

Eli and Edythe Broad Art Museum. (2014-2015). Day after debt: A call for student loan relief. Michigan State University. MI: East Lansing. Retrieved from http://broadmuseum.msu.edu/exhibitions/day-after-debt-call-student-loan-relief

National Center for Education Statistics. (2014). Projections of education statistics to 2014. United States Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005074

National Center for Learning Disabilities (n.d.). Common warning signs of dysgraphia in college students and adults. Retrieved from http://www.ncld.org/types-learning- disabilities/dysgraphia/common-warning-signs-of-dysgraphia-in-college-students-and-adults

Perna, L., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485-518.

Southern Education Foundation. (2015). A new majority research bulletin: Low-income students now a majority in the nation’s public schools. Retrieved from http://www.southerneducation.org/Our-Strategies/Research-and-Publications/New-Majority-Diverse-Majority-Report-Series/A-New-Majority-2015-Update-Low-Income-Students-Now